One morning after tea time, I noticed a group of children at
the computer area. The group consisted of a girl and two boys. They were
sitting around a computer playing their favorite game. The game was bright and
colourful with interesting graphics and engaging sound effects. The game was
designed to foster early mathematical comprehension and number knowledge. A teacher was nearby to monitor the children and offer guidance and instruction on how to use the physical computer and its programs. Boy A, who was controlling the mouse, was not sure what to do with the game. Therefore his two companions, the girl and the other boy, told him which part on the screen he can click on and also instructed child A that he can chose different options to make the game more entertaining. The following day, child A returned to the computer and the math program. He now understood how to click the right buttons to access the game and play it without any help from his friends or teacher.
Quite often teachers and parents
are surprised on how quickly children can learn to use a computer once they
have been introduced to it. Educators need to be careful of this quick ‘mastery’.
The children’s understanding might be quite superficial and the child might not
fully understand the deeper and boarder concepts of computers and software programs
(Tsantis, Bewick & Thouvenelle, 2003). However, “technology makes
enterprising use of its own particular knowledge and skills together with those
of other disciplines” (Ministry of Education, 2007, p.32). Cyber safety is one
of the most vital disciplines that the children need to be aware of when using
computers that have internet access. It is good for children to learn that the
internet is a very useful part of computers but it also needs to be treated
with respect and caution. I think these are just a couple of the many reasons
why an adult or a teacher needs to make sure that they are guiding the children
when using computers. Moreover, I consider that it is essential in the teacher’s
role to have the knowledge of this piece of technology and how it works. Mawson
(2011) noted that, “in order for teachers to effectively enhance children’s
technological practice they need to understand the activities involved within a
technological process” (p.33). 
I believe this technology is
already having a significant impact on children’s learning and social collaborative
development. Child A benefitted from the interaction between himself and the other
children. The children worked collaboratively to teach him how to use the math
program. Several research studies have found that the use of computers for many
children produces the same amount of social interaction as outdoor play
(Tsantis et al., 2003). It has also
impacted on the children’s views on the world. A computer with internet access
is like a window on the world. It is as easy as one click and a child can view
the Moon or dinosaurs. This links to Ministry of Education (1996) that, “children
use a variety of technologies for different purposes as they explore their
world” (p.98). - Here are some clips I would like to share:
- If you want to learn more about using technology in the classroom, here are some readings:
Technology in Early childhood Education
The Role of Technology in Early Childhood Programs
Planning For Technology In The Classroom
- Helpful links for teachers and parents to know about cybersafety and security:
Hector's World
NetSafe
References
Children on computer. Retrieved from http://blog.yourcover.com/blog/yourcover-magazine-covers/unique-
gift-ideas-for-tech-savvy-kids
Collage-Boy and teacher. Retrieved from http://www.texthelp.com/north-america/our-products/readwrite
Kids playing computer games. Retrieved from
http://hirahhatesviolence.wordpress.com/2010/06/30/effects-of-new-media-violence-on-children-and-teenagers/
Mawson, B. (2011). Technological funds of knowledge in children's play: Implications for early childhood
educators. Australasian Journal Of Early Childhood, 36(1), 30-35.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington,
New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning in
years 1-13. Wellington, New Zealand: Learning Media.
Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer
use in the early years. Young Children, 58(1), 1-9.
Hi Lucy,
ReplyDeleteI enjoyed reading your second blog. I can see that you are applying the child’s voice into your blog which shows your ability to recognise children’s interests. This relates to Te Whāriki where it states that “adults know the children well, providing the basis for the give and take of communication and learning” (Ministry of Education, 1996, p.43). You explained about how children were helping each other out on the use of computer and how quickly they picked how to use different applications. The children played a mathematical game which fostered their comprehension and knowledge in this area. Here, we clearly understand how the computer as a technological device becomes beneficial for children. The role of teachers was indicated as well because you mentioned how children are supervised while they are on the computer. Smorti (1999) agrees on this statement as she says that “educators should provide children with opportunities to explore technology” (p.7).
I really like the way you have included videos to support your ideas. Keep blogging Lucy. Kia Kaha!
Reference:
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
Hey lucy,
ReplyDeleteI think you make a very important point about cyber safety. This is huge thing as the internet so easily brings up unwanted things, and this ties into the Ministry of Education (1996) who tells us “children experience an environment where they are kept safe from harm” (p.52), we need to remember harm is not just caused physically.
Do you think that your centre is accepting of the technology? Because as Donohue (2003) tells us “The use of computers and other digital technologies continues to rise in early childhood programs, and technology is being used as a tool for improving program quality in many interesting ways” (p.17).
I noticed that you talk about the children’s favourite game being bright and colourful do you think the computer would interest the children as much if it wasn’t? and you also talk about social interaction, in what ways would you foster this at the computer?
Donohue, C. (2003). Technology in early childhood education. Childcare Information Exchange, 17-20.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Hi Lucy,
ReplyDeleteI enjoyed reading you reflection it was really well written and included some very interesting points. I liked how you included the NetSafe and Hectors World links in it as these are really useful links. You mentioned how the game was mathematical, what other types of games does your centre allow children to use? Do you allow them to use games that are not of obvious educational purpose? If not why not? I like that you mentioned another child rather than a teacher stepping in to help the child as too often I feel we intervene in situations that are under control and able to be problem solved by another child or the main child involved. I believe that in the use of computers children should be able to use problem solving skills to help them achieve their necessary goals. This is supported by Ministry of Education which states that “Children develop: confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, looking for patterns, classifying things for a purpose, guessing, using trial and error, thinking logically, and making comparisons, asking questions, explaining to others, participating in reflective discussion, planning, observing, and listening to stories” (p.88).
Hey Lucy
ReplyDeleteI really like the idea that the children at your centre have free access to the computers, which allows their learning abilities to increase and also the fact that they are able to play educational games while using them. This is supported by Talay-Ongan (2005) which states “Children’s use of computers, television, video, CD, DVD players and cameras enables them to access a world of animation and imagination, story, music and movement in enriched and engaging ways. Experiences with the use of these devices can also develop valuable technological skills” (p.226).
I think it is very thought provoking of you to mention about the dangers of computer usage when it has internet access. Especially that you have added sites for parents to visit concerning this issue. I agree with you that we e must ensure that the children at the centre are kept safe while using the computers. This is supported by Ministry of Education (1996) which states “Children experience an environment where they are kept safe from harm” (p.52).
Maybe you could get someone in to talk to the parents about cyber safety so they are all aware of it?